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Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: 2016 Pages: 4 DOI: https://doi.org/10.1007/978-3-319-45153-4_76 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-27 15:55:09
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Massive Open Online Courses (MOOCs) are changing the educational field, challenging traditional institutional strategies and recognition schemes and opening up new opportunities for learners and educators both from within and outside formal education. However, while the potential benefits and risks of the MOOCs have been discussed by scientists and policy makers, the corresponding empirical data is scarce. What’s more, the evidence that is available is usually restricted to a single course or single provider.MOOCKnowledge (http://moocknowledge.eu/), funded by the European Commission’s Institute for Prospective Technological Studies (IPTS), aims to facilitate a shared understanding of the value and efficacy of MOOCs by developing a set of analysis tools and applying them to a wide range of MOOCs.The most powerful outcome of the project would be the possibility to correlate different dimensions of MOOC production, execution, and learners experience. For example, identifying links between financial investment, learning design, and learner outcomes. To do this, we must first develop a conceptual model of the factors which determine or contribute to the value of a MOOC.
MOOCs --- learning design --- evaluation --- cost --- value
Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: 2016 Pages: 12 DOI: 10.1007/978-3-319-45153-4_17 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-27 16:03:42
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This paper presents the results of a pilot study about students’ adoption and learning outcomes of 4 MOOCs proposed as a complementary resource for traditional remedial courses on calculus. While the MOOCs were not mandatory, traditional remedial courses were required for those freshmen failing a diagnostic exam. The effects on 589 freshmen students were investigated. The data analysis shows that up to 16 % of the students were active in the MOOCs under study, mostly during the days before taking the diagnostic exam that preceded the traditional face-to-face remedial courses. Trace data about learner actions within the platform were collected as well as the students’ scores. According to a statistical comparison of the students’ exam scores and their interaction behavior with the MOOCs, we observe that active students had more chances of passing the diagnostic exam and skipping the required remedial courses. However, we found no significant differences on the remedial course exam scores between the students that were active in the MOOCs and those that were not. These findings suggest that MOOCs are a good solution to strengthening skills and reviewing concepts, but that more guidance is needed when used as a complement to traditional f2f courses.
MOOCs --- remedial courses --- higher education --- pilot study --- adoption --- learning outcomes
Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: 2016 Pages: 6 DOI: 10.1007/978-3-319-45153-4_42 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-27 16:59:10
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For the last two years we have been running a series of successful MOOC design workshops. These workshops build on previous work in learning design and MOOC design patterns. The aim of these workshops is to aid practitioners in defining and conceptualising educational innovations (predominantly, but not exclusively MOOCs) which are based on an empathic user-centered view of the target learners and teachers. In this paper, we share the main principles, patterns and resources of our workshops and present some initial results for their effectiveness.
MOOCs --- learning design --- learning experience --- professional development --- user-centered design
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